Professional Documents
Culture Documents
6. What do you believe are some of your strengths? / Things you find
particularly easy or do well? / What are you interests?
I believe my strengths consist mainly of vibrancy, creativity, flexibility, being
energetic, basing teaching on childrens interests, being well-planned and organised,
being spontaneous and being able to alter the learning instantaneously if its not
going to plan, and being an effective communicator.
7. What is something you find challenging about your job and how do you
try to overcome these challenges?
Paperwork and time management. I often find myself taking work home and feeling
very overwhelmed with my workload. Sometimes I like to take on more than I can
actually tackle and this is a really bad habit that causes a lot of unnecessary stress.
I like write myself lists and set goals for myself. I also need to ask for help at times
particularly if I have a lot on my plate.
M & C: Is there anything you wish you could be better at?
I wish I were more patient. It is one of my biggest weaknesses. I can be very
impatient. I get something in my head and I just want it to happen.
8. How do you communicate with others in the centre? Describe your
relationship with your colleagues.
We have excellent relationships. We generally communicate though positive
interactions. We use open teamwork as a foundation. The staff in the centre have
regular meetings each week and morning briefings. These briefings include
informing everyone about the plan for and at the end discussing any individual
concerns for children that need to be made aware of.
We are also continuously evaluating and communicating through our work. When
documenting the learning that occurs though the week; Work Portfolios, Records,
checklists etc. Particularly portfolios they are so important and are great for
everyone; for staff, parents, the children and other staff members.
M&C: Can you describe further the way in which you approach communicating to
colleagues, any tips you could provide me?
Much the same as parents at times, its all about building a relationships. Its very
important to communicate with parents in a way they understand and have time for
you know not everybody is the same. This is the same with colleagues you know we
all have different strengths and are at different stages of our learning career. We
need to communicate in a way that benefits all of us. Help one another out.
9. How do you deal with conflict? Give an example of a time you have dealt
with conflict what happened? How was it over come?
Through raising issues at meetings with the team, speaking to the person where the
problem lies, speaking individually to work through an issue and being open to
criticism and feedback.
An example of a conflict that has occurred is when staff members have not been
willingly documents childrens learning stories and not making it a priority to
document childrens work. We overcame this through a professional learning
meeting. A meeting was set up and the issues were raised. A new process was then
developed suiting all involved. This process was then put into place to ensure each
staff member was aware of and completing adequate document
10. If you were to draw a leadership/management hierarchy map what
would it look like?
In reference to a hierarchy as such this is perhaps what it might look like:
Vivienne
( Principle of
Penbank Early
Learning centre &
Primary School)
Tracey
(Room Leader)
Chris
(Assistant
Educator)
Heather
(Room Leader)
Brenda
(Assistant
Educator)
Dee
(Assistant
Educator)
Sally
(Assistant
Educator)
However, I dont really like to think of us as a team being positioned under one
another. I may have some greater responsibilities and tasks to fulfil. I like to think we
all offer ideas, skills and knowledge that can be used in our daily practice. We value
each other equally.
11. In your current position how do you address guidance of staff, children
and families?
For staff, I run regular meetings, send out emails relating to particular topics, have
on-going professional discussions, daily face-to-face communication is consistent. I
also run daily reflections post sessions and discuss if any modifications need to be
made.
For the children, keeping up to date with best practice by attending regular
professional development seminars, giving my colleagues and me appropriate
guidance, and also through program planning.
In regards to families, I find that daily face-to-face communication works really well
as well as newsletters and e-mails.
Meeting with colleagues and talking through issues is something we as staff do
frequently. This encourages us to support one another with ideas.
13. How do you address new ideas, taking on change, and thinking outside
the box?
Predominantly through consistent reflection and discussion with staff. The staff
provide research through journals, Personal Developments and visiting other
centres. Being aware of what is happening in the local community, regionally and
even worldwide is something we put a focus on. Self-evaluation is one strategy we
use consistently as it allows for personal growth and development. Being creative in
my own planning is something I really strive for.
14. How do you go about supporting change and advocating for children?
Being aware of the UN Declaration On The Rights Of The Child and supporting
these is important for supporting change. Being proactive in trying new ideas is
crucial when advocating for children in regards to change. As well as being
conscious of government policies and being a good/positive model when working
with children.